Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
28 Results found
Media and Information Literacy: A Practical Guidebook for Trainers; Media Development Year of publication: 2018 Author: Sylvia Braesel | Thorsten Karg Corporate author: DW Academy The Media and Information Literacy (MIL) guide provides trainers with background information, ideas, methodology and practical exercises for training. Literacy is the ability to read and write. Media and Information Literacy (MIL) is the ability to understand how the media works and how it can be used to participate in public debate. MIL includes social media such as Facebook as well as traditional media such as books, newspapers, radio and television. This practical guide provides MIL trainers with background information, ideas, methodology and practical exercises for training. 
Adult education and development: global citizenship education (no 82, 2015) Year of publication: 2015 Corporate author: DVV International Issue 82/2015 of the international journal Adult Education and Development (AED) explores the topic global citizenship education. In the international debates, we are witnessing a growing interest in the concept of global citizenship education. It is one of the three pillars of the Global Education First Initiative (GEFI) launched by the United Nations Secretary-General in 2012 and is being internationally promoted by the work of UNESCO. According to the GEFI, education that fosters global citizenship “must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies”. The 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in September 2015, refers to global citizenship as one tool to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development”. The ambitions are high, but the concrete understanding of global citizenship education and its implications differ widely. Is it just another abstract concept? What meaning can the word citizenship have if it does not refer to a specific nation? What do people in different parts of the world understand by global citizenship? And how can global citizenship education be put into practice? Adult Education and Development decided to engage in the debate and invited authors from different regions, backgrounds and disciplines to share their thoughts and experiences on the topic and related questions such as identity, migration, peace, the meaning of citizenship, globalisation and sustainable development. Irina Bokova, Director-General of UNESCO, explains the organisation’s understanding of global citizenship education, and why adult education and “learning beyond the classrooms” are crucial when it comes to promoting global citizenship. Canadian author and journalist Doug Saunders (“Arrival City: How the Largest Migration in History Is Reshaping Our World”) talks about the challenges and opportunities of what he refers to as the last great human migration, that from the countryside to the cities, and about the positive role adult education can play during this transition. In the section “Citizens’ voices” people from all over the world talk about what global citizenship means to them and in what ways they see themselves as global citizens. And photographer Viktor Hilitksi travelled through Belarus and captured with his camera how villages rediscover their local traditions and cultures. 
Education must be more than transmitting information and knowledge Year of publication: 2015 Author: Sturla Bjerkaker Corporate author: Director-General, 2009-2017 (Bokova, I.G.). Irina Bokova has been the Director-General of UNESCO since November 2009. She is the first woman to lead the organisation. Ms Bokova has served as Bulgaria’s Secretary of State for European Integration, Minister of Foreign Affairs, Ambassador to France and Monaco and Permanent Delegate to UNESCO, among other positions. She has been actively engaged in international efforts to advance quality education for all, gender equality, human rights, cultural dialogue and scientific cooperation. She also serves as Executive Secretary of the Steering Committee of the UN Secretary-General’s Global Education First Initiative. 
Integrating sustainable development in technical and vocational education and training: six case studies from Southern and Eastern Africa Year of publication: 2010 Author: Roland Dubois | Koontee Balgobin | Modesto Sylvester Gomani | Joy Kasandi Kelemba | Gabriel S. Konayuma | Matthews Lebogang Phiri | John W. Simiyu Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The case studies in Southern and Eastern Africa were commissioned in Botswana, Kenya, Malawi, Mauritius and Zambia. They were carried out by writers connected with the UNEVOC Network as part of capacity building and of contributing to knowledge building and sharing. They have described and have analysed experiences, practices relating to integrating ESD in TVET programmes, primarily. Also, they have identified gaps for additional action so that the integration can be satisfactorily done. Through the case studies it is intended to build a pool of resources and tools of what works as part of the UNESCO-UNEVOC International Centre’s clearinghouse. Learning to live with risk: disaster risk reduction to encourage education for sustainable development: concept note Year of publication: 2009 Author: Ria Hidajat Corporate author: International Strategy for Disaster Reduction | German Committee for Disaster Reduction In this paper the German Committee for Disaster Reduction and the UN ISDR Thematic Platform on Knowledge and Education introduced their reflection on linking Education for Sustainable Development and Disaster Risk Management. It is aimed in particular at the participants of the World Conference of Education for Sustainable Development and other stakeholders engaged in promoting Education, Sustainable Development and Disaster Risk Reduction at all levels. The paper elucidates how Disaster Risk Reduction supports Education for Sustainable Development or even shows that Disaster Risk Reduction is imperative for Sustainable Development. Disaster Risk Reduction is about preventing disasters caused by natural events, such as earthquakes, floods, landslides, storms or volcanic eruptions. Hazards are part of nature but can turn into disasters as a result of human interactions. Disasters are among the biggest obstacles to achieving the UN’s Millennium Development Goals for poverty reduction. UNESCO world conference on education for sustainable development: 31 March-2 April 2009, Bonn, Germany: proceedings Year of publication: 2009 Corporate author: German National Commission for UNESCO | German Federal Ministry of Education and Research (BMBF) As the United Nations Decade of Education for Sustainable Development (DESD) approached its midpoint, the “UNESCO World Conference on Education for Sustainable Development – Moving into the Second Half of the UN Decade” was held from 31 March to 2 April 2009 in Bonn, Germany. It brought together 900 participants from 147 countries, among them 49 Ministers and Deputy-Ministers. Participants included representatives of UNESCO Member States, UN agencies, civil society organizations, education institutions, youth, and the private sector, as well as individual experts. The Conference was organized by UNESCO and the German Federal Ministry of Education and Research, in cooperation with the German Commission for UNESCO. The programme was developed in consultation with an international advisory group. 
UNESCO-UNEVOC Study on the Trends Shaping the Future of TVET Teaching (Trends Mapping Studies) Year of publication: 2020 Author: Gita Subrahmanyam Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) This report presents the results of the trends mapping study on the future of technical and vocational education and training (TVET) teaching, conducted by UNESCO-UNEVOC. The study aimed to engage the international TVET community to: (i) improve the understanding of the implications of global disruptions; (ii) gather knowledge, insights, experiences; and (iii) highlight promising practices in preparing TVET teaching staff to deliver the skills needed in the 21st century and beyond. Coordinated by UNESCO-UNEVOC, trends mapping studies aim to further the international community's understandings on contemporary key issues concerning TVET. The studies review existing literature and policies, and engage TVET stakeholders from around the world through surveys and virtual conferences. 
Media and Information Literacy: A Practical Guidebook for Trainers Year of publication: 2021 Author: Sylvia Braesel | Thorsten Karg Corporate author: DW Akademie This guidebook provides MIL trainers with background information, training ideas, methods and worksheets. The book also provides sample training schedules to help you determine the length of time needed to teach individual aspects of media and information literacy. International conference: reorienting TVET policy towards education for sustainable development: final report Year of publication: 2010 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) | Internationale Weiterbildung und Entwicklung | Colombo Plan Staff College for Technician Education This publication reports on the ESD review-responsive and future-oriented programme on “Reorienting TVET Policy Towards Education for Sustainable Development”, jointly organized by the UNESCO-UNEVOC International Centre in Bonn, Germany, InWEnt – Capacity Building International, Germany and Colombo Plan Staff College for Technician Education in Manila, Philippines. 
Orienting technical and vocational education and training for sustainable development: a discussion paper Year of publication: 2006 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The current Discussion Paper on “Orienting Technical and Vocational Education and Training (TVET) for Sustainable Development” presents an overview of key concepts, trends and issues in the field of TVET for sustainable development. It has been prepared by the UNESCO-UNEVOC International Centre, in consultation with a number of UNEVOC Centres and partner agencies and several leading researchers, policy-makers and practitioners working in this field. This paper reflects the outcomes of discussions that took place at the UNESCO International Experts Meeting on “Learning for Work, Citizenship and Sustainability”, which was held in Bonn, Germany, in October 2004. The current document is based on the discussion paper prepared for the UNESCO International Experts Meeting, and was modified in the light of the outcomes of this important meeting.